MEP: Feeder Primary Project. Activity Notes

Transcription

1 R: Calculation up to 000 C: Measurement of capacity: l, cl, ml E: Numbers up to 2000 Week 7 Lesson Plan 8 Revision of capacity What is capacity? (How much liquid a container can hold) Who can tell me the standard units we use to measure capacity? (litre, cl, ml) Which is the biggest (smallest)? (litre, ml) Elicit that: litre = 00 centilitres = 000 millilitres (BB) Remind Ps that 'centi' means hundredth and 'milli' means thousandth. T has 4 containers on desk to show how much water is in litre, tenth, hundredth ( cl) and thousandth ( ml) of a litre.. 0 cm by 0 cm by 0 cm container (cube) litre Elicit that the volume of the space inside this container is 000 cm cubes (000cc). 0 cm Demonstrate if necessary by filling with0 layers of 0 rows of 0 cm cubes stuck together 0 cm or use '0' rods from Cuisennaire.) 0 cm How much water do you think it can hold? ( litre) T demonstrates by filling cube with water, then pouring into a measuring jug cm by 0 cm by cm container ( layer) Elicit that volume of the space inside this 0 cl cm 0 cm container is 00 cm cubes (00 cc). 0 cm How much water do you think it can hold? ( tenth of a litre or 0 cl or 00 ml) Demonstrate with cubes and water if necessary cm by cm by cm container ( row or rod) cl Elicit that volume of the space inside this container is 0 cm cubes (0 cc). 0 cm cm cm How much water do you think it can hold? ( hundredth of a litre or cl or 0 ml) Demonstrate with cubes and water if necessary. 4. cm by cm by cm container ( cm cube) ml What is the volume of the space inside this container? ( cc) How much water can do you think it can hold? ( thousandth of a litre or ml) cm cm cm T says, e.g., litre (0 cl, cl, ml) Ps select appropriate container. 0 min 2 Measuring capacity A recipe needs us to pour 20 cl of water into a pan. How could we measure this quantity? Ask several Ps for suggestions. e.g. Use the 0 cl (00 ml) measuring cup. Fill it to the 0 cl mark, then pour the water into the pan. Do the same again. Use the cl measuring jug and fill it to the 20 cl mark. How could we use this measuring jug? Elicit that scale is in ml and that 20 cl = 200 ml ml We can estimate the amount by filling the jug to just below the 250 ml mark Repeat for other quantities, using available containers. Find approximate capacities of a cup, glass, bottle, etc. by filling with water, pouring into a measuring jug and reading the nearest mark on the scale. 20 min T has items of different capacity on a table (e.g. litre bottles, cartons, measuring jugs, plastic medicine cups and spoons) Already prepared from laminated card or foil and/or draw diagrams on BB or use enlarged copy master (for reference only) (If possible, Ps have cubes and containers on desks too.). V = 0 cm 0 cm 0 cm = 000 cm cubes (cc) Capacity = litre T shows litre bottle/carton 2. V = 0 cm 0 cm cm = 00 cc = tenth of 000 cc Capacity = tenth of a litre = tenth of 00 cl = 0 cl T shows 0 cl medicine cup 3. V = 0 cm cm cm = 0 cc = hundredth of 000 cc Capacity = hundredth of a litre = cl = 0 ml T shows a cl spoon 4. V = cm cm cm = cc = thousandth of 000 cc T shows a ml spoon. Agreement, Ps come to T's desk to choose an appropriate measuring item, e.g. 00 ml 50 cl Explanation, demonstration with T's help, agreement, only Ps choose the container. Ps estimate its capacity first. Scale read with T's help

2 Week 7 Lesson Plan 8 3 Sequences T says first 3 terms of a sequence. Ps continue it in Ex. Bks. a) 5 cl. 20 cl, 35 cl, (50 cl, 65 cl, 80 cl, 95 cl, 0 cl, 25 cl,...) b) 200 ml, 50 cl, 00 ml, (050 ml, 000 ml, 950 ml,...) c) 30 cl, 350 ml, 40 cl, (450 ml, 50 cl, 550 ml, 60 cl, 650 ml,...) T asks for the rule after each one. a) + 5 cl, b) 40 ml, c) + 50 ml, but units given first in cl, then in ml, then in cl, etc. Underline all the quantities which are more than one litre. Review orally round class. Ps change the units for each into litres and cl or litres and ml. e.g. 0 cl = l 0 cl; 200 ml = l 200 ml Mistakes discussed and corrected. 25 min 4 PbY3b, page 8 Q. Read: Change the quantities. Elicit that : cl = 0 ml ml = tenth of a cl 0 cl = 00 ml 00 cl = 000 ml = l Review orally with whole class. Mistakes discussed and corrected. Which are more than litre? In what other way could you say them? a) 3 cl = 30 ml b) 40 ml = 4 cl 7 cl = 70 ml 320 ml = 32 cl 2 cl = 20 ml 400 ml = 40 cl 20 cl = 200 ml 000 ml = 00 cl 05 cl = 050 ml 540 ml = 54 cl 29 min 5 PbY3b, page 8 Q.2 Read: Follow the example. Fill in the missing quantities. Do one part at a time. Who can explain the example in a)? (e.g. 0 ml = cl; 45 ml = 4 0 ml + 5 ml = 4 cl + 5 ml) Review at BB with whole class. Mistakes discussed and corrected. Extension Ask Ps to find quantities which can be expressed in other ways. e.g. 999 ml = 99 cl 9 ml = l 99 cl 9 ml, or 999 ml < 2 l ml a) 45 ml = 4 cl 5 ml b) 009 ml = 00 cl 9 ml 45 ml = 4 cl 5 ml 209 ml = 20 cl 9 ml 76 ml = 7 cl 6 ml 054 ml = 05 cl 4 ml 376 ml = 37 cl 6 ml 230 ml = 23 cl 999 ml = 99 cl 9 ml 999 ml = 99 cl 9 ml 33 min 6 PbY3b, page 8, Q.3 Read: An adult needs about 2 litres of water per day. Half of this amount is contained in food and other liquids. T shows class a 2 litre bottle of water. Elicit that litre (half of 2 l) is contained in other food/drink. Discuss what food and drink might contain water (e.g. milk, orange juice, tea, coffee, custard, sauces, gravy, stews, casseroles, etc.) Individual work, monitored () T sets time limit for each Discussion at BB or SB or OHP Agreement, self-correction, a) 0 cl, 25 cl,... b) 200 ml,..., 050 ml c) 050 ml,... Individual work monitored, Agreement, self-correction, e.g. 05 cl = l 5 cl (= l 50 ml) 540 ml = l 540 ml (= l 54 cl) Feedback for T T has BB already prepared Discussion, agreement, self-correction, Ps choose a quantity and suggest alternative ways to express it. Class agrees/ disagrees. Praising, encouragement only Whole class discussion involving several Ps Ask Ps to think of what they eat and drink in a day T gives hints if Ps cannot think of any.

3 Week 7 Lesson Plan 8 Listen to the questions. Work out the answer in your Pbs books, then show me the result when I say. Remember to write the units too! a) Read: If a man drinks the same amount of water 4 times per day to make up the extra, how much water should he drink each time? Show me your answer... now! (25 cl or 250 ml or quarter of a l) A, explain to us how you worked out the answer. Who agrees? Who did it a different way? etc. Mistakes discussed and corrected. Half of 2 litres: litre Litres remaining: litre Amount in each drink: l 4 = 00 cl 4 = 25 cl b) Read: How much water should he drink each time if he drinks 5 times per day? Show me your answer... now! (20 cl or 200 ml or fifth of a l) B, explain to us how you worked out the answer. Who agrees? Who did it a different way? etc. Mistakes discussed and corrected. Amount in each drink: l 5 = 00 cl 5 = 20 cl 37 min 7 PbY3b, page 8, Q.4 Read: Sue and Jane share 2 litres of orange juice between them. Complete the table. Who can explain what the table means? (Top row is amount of juice that Sue drinks, bottom row is amount that Jane drinks.) Ps come out to choose a column and fill in the missing quantitity, explaining reasoning. Class agrees/disagrees. Which column in the table shows how they shared the juice equally? (S: litre, J: litre) Who can write the rule? Who agrees? Who can write it another way? Individual work in Pbs Responses shown on scrap paper or plastic 'slates' T or P reads question. Another P repeats in own words. In unison Reasoning, agreement, selfcorrecting, or l 4 = quarter of a l or 000 ml 4 = 250 ml T or P reads question. Another P repeats it. In unison Reasoning, agreement, selfcorrecting, or l 5 = fifth of a l or 000 ml 5 = 200 ml Drawn on BB or use enlarged agreement, At a good pace (Or done as individual work, reviewed with whole class) S litre half a litre 30 cl 70 ml 70 ml 5 cl 600 ml 0 cl J litre and a half litres 70 cl 930 ml 830 ml 85 cl 400 ml 200 cl Extension Rule: S = 2 litres J, J = 2 litres S, S + J = 2 litres Think of other ways to express the quantities in each column. (e.g. 50 cl + 50 cl, 7 cl + 93 cl, l 7 cl + 83 cl, 2 litres + 0, etc.) 42 min 8 Rounding quantities a) T says a quantity in cl. Ps round it to the nearest litre. (e.g. T: 80 cl, P: 2 litres; T: 225 cl, P: 2 litres, etc.) b) T says a quantity in ml. Ps round it to the nearest cl. (e.g. T: 577 ml, P: 58 cl; T: 2 ml, P: 2 cl, etc.) If problems, write on BB as, e.g., 2 litres < 225 cl < 3 litres 25 cl 75 cl so 225 cl is nearer 2 litres than 3 litres. 45 min Ps could also suggest other columns to add to table. At speed round class Ps can suggest quantities to be rounded too. Praising, encouragement only In good humour!

4 R: Mental calculation C: Estimating, changing, rounding measures of capacity E: Numbers up to Decimal notation. Week 7 Lesson Plan 82 Estimating capacity T has various containers on desk at front of class. (e.g. cups, glasses, jugs, vases, etc.), a bucket of water and measuring cups, jugs, etc. for litre, 0 cl, cl ( pint, half a pint). Ps come to front of class to choose a container, estimate its capacity, then choose an appropriate unit to measure it (with T's help). 5 min 2 Decimal notation T has a and a half litre bottle to show to class. A, come and write on the BB the capacity written on the bottle. We read it as 'one point five litres'. Who knows what it means? (It means litre and 5 tenths of a litre.) Let's show it in a place value table. Ps suggest where the digits should be written. Tens Units tenths hundredths 5 (0) litres Elicit or explain that:.5 l = l and 5 tenths of a litre = 5 tenths of a litre = 50 cl It can also be shown as:.5 l = l and 50 hundredths of a litre = 50 hundredths of a litre = 50 cl Let's change these quantities from litres to centilitres. T writes on BB as litres and Ps come out to write as cl. Class agrees/disagrees.. 3 l = 300 cl, 3.5 l = 350 cl, 3.2 l = 320 cl 0.5 l = 50 cl, 0.2 l = 20 cl, 0.25 l = 25 cl (half a litre) ( quarter of a litre) Point out that 0.25 is read as 'nought point two five', not 'twenty-five' What is this quanitity? T writes on 2.5 cl. Let's read it together. (two point five centilitres) What does it mean? (It means 2 cl and 5 tenths of a cl.) Elicit that 2.5 cl = 25 ml. Let's change these quantities into cl. Ps suggest to T what to write. 37 ml = 3.7 cl, 42 ml = 4.2 cl, 3.2 l = 320 cl T elicits what is happening. (As 0 ml = cl, then to change ml to cl you must divide by 0). Show on a place value table. The dot separating whole units from parts of units is called the decimal point. The number is called a decimal number. 0 min 3 Comparing capacities Which is more? How many more? Ps come out to write in missing signs, explaining reasoning. Elicit that it is easier to change the litres into cl to calculate how much more one side is. Ps change each value to cl and write difference. Show decimals in a place value table. a) 5 l 35 cl = 5.35 l (535 cl) (535 cl) b) 2.5 l < 3 l (25 cl) 85 cl c) 7 l > 6.85 l (700 cl) 5 cl (300 cl) (685 cl) litres 5 min H T U t h At a good pace Show that pint < litre Class applauds close estimates..5 l Class repeats after T Agreement, Table drawn on BB or OHT tenth of a litre = 0 cl hundredth of a litre = cl Show on place value table. H T U t h 3 (0) (0) 3 5 (0) 3 2 (0) In litres cl = 0 ml 0 5 (0) 0 2 (0) Agreement, e.g. H T U t h ml cl = is a decimal number. T has BB (or SB or OHT) already prepared cl = hundredth of a litre 0 cl = tenth of a litre Let Ps suggest what to do. If problems show that, e.g. 7 l > 6.85 l > 6 l Do not expect too much!

5 Week 7 Lesson Plan 82 4 Missing quantities Let's find the quantities which make the statements true. What should we do first? (Work out the value of the known side.) Ps come out to BB to do the calculations, then to fill in the missing quantities, explaining reasoning. Class agrees/disagrees. 50 cl a) 800 cl 3 50 cl = 400 cl cl (or 2 l 50 cl) 650 cl 50 cl b) 2 l 40 cl + 2 l 4 = 3 l 0 cl (300 cl 290 cl = 0 cl) 290 cl c) 6 l 25 cl + l 30 cl > 7 l 50 cl + [ (0,, 2, 3, 4) cl ] 755 cl 750 cl d) l 25 cl 4 ml < l 24 cl + (any quantity > 4 ml) 254 ml 240 ml Allow Ps to decide and to suggest alternatives. Do not try to cover all possible ways only if Ps suggest them. 20 min 5 PbY3b, page 82 Q. Read: This baby's bottle has marks at every 0 ml up to 250 ml. a) How many marks are on the bottle? How could we find out? (Count the marks or calculate how many 0 ml are in 250 ml.) B, come and write the division. Rest of the class count the marks on the diagram as a check. Is B correct? 250 ml 0 ml = 25 (times), so there are 25 marks. What does the first (2nd) mark show? (0 ml, 20 ml) Let's see if you can do part b) on your own. Read: b) How much milk will be in the bottle if it is level with: i) the 5th mark? (5 0 ml = 50 ml) ii) the 7th mark? (7 0 ml = 70 ml) iii) the 0th mark? (0 0 ml = 00 ml) iv) the 20th mark? (20 0 ml = 200 ml) Review at BB with whole class. Mistakes corrected. 25 min 6 PbY3b, page 82 Q.2 What can you tell me about the measuring jug in the picture? (Unit used is ml. It has marks at every 250 ml. The most it can measure at a time is 000 ml (or litre).) If we needed to measure litre 250 ml, could we use this jug? (Yes fill it once to the 000 ml then again to the 250 ml mark.) Read: How many 5 cl glasses of water would it take to fill up this measuring jug to: a) the st mark, b) the 2nd mark, c) the 3rd mark d) the 4th mark? What will you have to do first? (Change the ml marks to cl, e.g 250 ml = 25 cl) Review at BB with whole class. 30 min T has BB or SB or OHT already prepared Discuss how to solve each one and what standard unit to use Possible solutions are shown opposite but other units could be used, e.g. in b) use l and cl, c) several solutions possible if ml is used, d) cl and ml could be used. In each statement, l could be used (as decimals), e.g. a) 8 l.5 l = 4 l l to start Drawn on BB or use enlarged T could have a real baby's bottle to show (if possible, marked as shown in the Pbs.) Agreement, Ps shout out in unison. Reasoning, agreement, selfcorrection, If there was a mark at zero, how many marks would there be on the bottle? (26) Whole class discussion to start. Jug drawn on BB or use enlarged T could have a litre jug and 5 cl glass to show to class if possible Reasoning, agreement, selfcorrection, a) 25 cl 5 cl = 5 (times) b) 50 cl 5 cl = 0 (times) c) 75 cl 5 cl = 5 (times) d) 00 cl 5 cl = 20 (times)

6 Week 7 Y3 Lesson Plan 82 Extension Extension 7 PbY3b, page 82 Q.3 Read: Complete the table. Study the table carefully. Who can explain it? (A quantity is shown in ml (top row), cl (2nd row), 0 cl (3rd row and litres (bottom row). How do the numbers change? (divided by 0 each time) Review at BB with whole class. Ps come out to fill in the missing numbers, explaining reasoning. Class agrees/disagrees. Mistakes discussed and corrected. A ml B cl C 0 cl and 3 tenths and a half and litres and 2 tenths 2 8 tenths and a half and 9 tenths and 85 D 23 hundredths hundredths (.2) (0.8) (.23) (.5) (.9) (.85) Let's label the rows A, B, C and D. Who can write equations about the numbers in the rows? Who agrees? Who can write another one? etc. (e.g. A = 0 B = 00 C = 000 D; B = 0 C = 00 D = tenth of A; C = 0 D = tenth of B = hundredth of A; D = tenth of C = hundredth of B = thousandth of A) 35 litres 3 litres 5 litres 47 litres (33.5 l) 33 and a half litres 29 and a half litres (29.5 l) 36 min 8 PbY3b, page 82 Q.4 Read: Elephant drank 4 more litres of water than Rhino. Complete the table. As there is not much room in the table, T should encourage Ps to think of short ways to write the missing values (or to write very small on two lines inside the space). Review at BB with whole class. Ps come out to fill in the missing numbers, explaining reasoning. Class agrees/disagrees. Ask for values in litres (decimals) and also in cl. Mistakes discussed and corrected. (23.3 l ) (32.2 l) 23 and 3 tenths 350 cl 32 litres 20 cl litres 4.3 litres 950 cl 28 litres 20 cl 9 and 3 tenths 37.3 litres litres (28.2 l ) (9.3 l ) Rule: E = R + 4 litres, R = E 4 litres, 4 litres = E R Think of other values which could be added to the table. 4 min 9 PbY3b, page 82, Q.5 Read: Write the rule and complete the table. Let Ps discuss in pairs for a couple of minutes to find the rule. Ask Ps what they think, then check with values in table. If no P knows, then T gives the rule. Ps fill in missing values in table. Rule: The number in B is the number in A rounded to the nearest 0. (any unit) 45 min (Or as whole class activity) Drawn on BB or use enlarged agreement, self-correction, If no P has used decimals, T suggests that shortest way to write bottom row is to use decimal numbers. Ps dictate what they should be. Reasoning, agreement, Extra praise if Ps suggest the fractions without help. Drawn on BB or use enlarged agreement, self-correction, e.g. 35 litres = 3500 cl 32 l 20 cl = 3220 cl N.B. The last column in the table is to see what Ps do!) Feedback for T Orally or in Ex. Bks. Individual or paired trial first Drawn on BB or use enlarged Ps dicate numbers to T or come out to BB. Agreement,

7 R: Mental calculation C: Money problems. Changing units. Decimal notation for. E: Calculation up to 2000 Week 7 Lesson Plan 83 Units of measure What different measures are there? (e.g. length, mass, capacity, money, time, (temperature). a) What are the standard units of length? Let's write them in increasing order. mm < cm < m < km What must we multiply mm by to get cm? ( cm by to get m? m by to get km?) ( 0, 00, 000) Explain that: millimetre = thousandth of a metre centimetre = hundredth of a metre kilometre = 000 metres b) What are the standard units of capacity? Let's write them in increasing order. What must we multiply ml by to get cl? ( cl by to get litre?) T writes responses on BB. Elicit that: millilitre = thousandth of a litre centilitre = hundredth of a litre c) What are the standard units of mass? Let's write them in increasing order. What must we multiply g by to get kg? Elicit that: kilogram = 000 grams d) What are the standard units of money? ( and pence). What must we multiply p by to get? (00) Elicit that: p = hundredth of 6 min 2 Sequences Continue these sequences. a) The first term is 32 cl and the sequence is decreasing by 20 cl. (32 cl, 30 cl, 28 cl, 26 cl, 24 cl, 22 cl, 20 cl, 8 cl,...) b) The first 4 terms are: mm, 2 mm, 4 mm, 8 mm, (6 mm, 32 mm, 64 mm,...) What is the rule? (Every following term is twice the previous one.) c) The first 3 terms are: kg 27 g, kg 27 g, kg 227 g, ( kg 327 g, kg 427 g,...) What is the rule? (Every term is 00 g more than the previous one.) 0 min 3 Writing quantities T writes a quantity on BB. Ps write it in different ways in their Ex. Bks. Review orally with whole class. Mistakes corrected. e.g. a) 25 cl = (250 ml = l 250 ml = l 25 cl =.25 l) b) 8 cm 2 mm = (82 mm = 8.2 cm) c) 245 mm = ( m 245 mm = m 24 cm 5 mm = 24 cm 5 mm = 24.5 cm =.245 m) d) 7 kg 600 g = (7.6 kg) e) p = ( = 4970 p) Let's write some in the place value table. Ps choose the units. 5 min Praise all contributions. Ps dictate to T or come to BB to write in order. Agreement, T writes responses on BB Discuss meanings of 'milli', 'centi' and 'kilo' [T could mention 'deci' meaning ' tenth' but unit only used abroad, e.g. decimetre (dm) ] At a good pace throughout ml < cl < l 0 00 At speed round class. If a P makes a mistake, the next P corrects it. T helps with part b) Agreement on the rules Praising, encouragement only In good humour! Individual work first, then whole class filling in of table. Draw on BB or use copy master e.g. a) b) c) d) e) Th g < kg 000 p < 00 H 2 T U t h th 2 5 l 8 2 cm 4 5 mm 7 6 (0) (0) kg

8 Week 7 Lesson Plan 83 4 Number line Let's join the amounts to the corresponding points on the number line. Elicit that the ticks on the number line show every 00 from 0 to Ps come out to choose a quantity and join it up, explaining reasoning. Class agrees/disagrees Drawn on BB or use enlarged At a good pace agreement, Feedback for T Extension P points to a number not yet specified and other Ps say how it could be made up. 20 min 5 Money What can you tell me about this number line? (It shows money from 0 to 3, with ticks at every 0 p). Let's join up the sums of money to the correct place on the number line. Ps come out to choose a sum of money and join it up, explaining reasoning. Class agrees/disagrees. ( 0.75) (.75) ( 2.95) 75 p 75 p 2 95 p ( 0.20) (.20) ( 2.0) 20 p 20 p 2 0 p (50 p) ( 30 p) 4 70 p ( 2.80) How could we write them in a place value table? Elicit that the tens column would show 0s (but none in this question), the units column would show s, the tenths column would show 0 p's ( tenth of a ) and the hundredths column would show p's ( hundredth of a ). T writes what Ps dictate, or Ps come to BB to write amounts in table. 25 min = 280 p = 2 80 p 6 PbY3b, page 83 Q. Read: How much money is in each picture? Write the amount in pence. Make sure that Ps realise they have to write digit in each box, i.e. number of p coins in the units column, number of 0 p coins in the tens column and number of coins (00 p) in the hundreds column. Review at BB with whole class. Mistakes corrected. Extension In what other ways could we write these amounts of money? Ps come to BB. Class agrees/disagrees. 30 min Drawn on BB or use enlarged At a good pace Reasoning, agreement, Table drawn on BB or OHT }} p T U t h etc. Reasoning, agreement, Drawn on BB or use enlarged Reasoning, agreement, selfcorrection, a) 452 p b) 402 p c) 035 p 4 52 p 4 2 p 0 35 p

9 Week 7 Lesson Plan 83 7 PbY2b, page 83 Q.2 Read: How much money is in each box? Which box in each pair has more? Do part a) on BB with the whole class first. Make sure that Ps realise that the thick line separates the s from the pence (and is also where the decimal point would be). Rest done as individual work. Review at BB with whole class. Discuss and correct all mistakes. a) c) p p p p > p p 5 5 p 4 5 p < 5 4 p p > p min 8 PbY3b, page 83 Q.3 Read: Exchange the money for p coins. Review at BB with whole class. Mistakes discussed and corrected. a) 8 0 p = 80 p b) 8 = 800 p c) 2 0 p = 20 p d) 2 = 200 p 38 min 9 PbY3b, page 83 Q.4 Read: Exchange the money for 0 p coins. Review at BB with whole class. Mistakes discussed and corrected. a) 60 p = 6 0 p b) 9 = 90 0 p c) 80 p = 8 0 p d) 0 = 00 0 p e) 900 p = 90 0 p f) 2 = 20 0 p 4 min 0 PbY3b, page 83 Q.5 Read: Exchange the money for coins. Review at BB with whole class. Mistakes discussed and corrected. a) 00 p = b) 60 0 p = 6 20 p p c) 900 p = 9 d) 00 0 p = 0 e) 400 p = 4 f) 50 0 p = 5 b) d) 5 5 p p 0 p 0 p p p p 0 p 0 p 0 p p p 0 p 0 p p < p p 20 p 2 p 0 p p 20 p 5 p 2 p 20 p 45 min Drawn on BB or use enlarged Reasoning, agreement, selfcorrection, Extension Who can write each amount as a decimal? How much more is the bigger amount? T writes what Ps dictate, or Ps come to BB Agreement, () Agreement, self-correction, If problems, show on BB, e.g. d) 2 00 p = 200 p and/or on place value table. () Agreement, self-correction, Feedback for T If problems, show on place value table () Agreement, self-correction, Feedback for T N.B. Activites 8, 9 and 0 could be done as a whole class activity using response 'slates'

10 R: Mental calculation C: Calculating with quantities E: Numbers up to 2000 Writing numbers T says a number; Ps write it in Ex. Bks. in different ways. Review at BB with whole class. Discuss all cases. Class agrees/disagrees. e.g. Nine hundred and sixty eight = (968 = = = 9H + 6T + 8U) Repeat for: Seven hundred and ninety three = Six hundred and seven = One thousand, two hundred and thirty = One thousand, nine hundred and fifty four = One thousand and seventy six = One thousand and three = As each number is reviewed, Ps write it in a place value table on BB. 6 min 2 Competition T divides class into 3 or 4 teams (of roughly equal ability). Each team chooses a 3-digit number. T writes them on different parts of the BB (or on SB, flip charts, or large sheets of paper stuck to wall). I will give you 3 minutes to write as many different ways as you can to describe your number. You must start and stop when I say. Start... now! Ps from each team come to BB one after another to write different descriptions. Rest of team correct their team-mates' errors, point out repetitions and note ideas from other teams.... Stop! Review each team's descriptions. The team with most correct statements is the winner. If two teams have the same number of statements, the class chooses the team with the most creative descriptions as the winner. min 3 Secret quantity I am thinking of a quantity. You must ask me questions to find out what it is. I can answer only Yes or No. e.g. 420 cm: Is it a capacity? (No), Is it a length? (Yes) Is it in km? (No), Is it in m? (No), Is it in cm? (Yes) Is it more than 00 cm? (Yes), Is it less than 000 cm? (No), Is it more than 2000 cm? (No), Is it less than 500 cm? (Yes), Is its hundreds digit even? (Yes) Is its hundreds digit 2? (No), Is it more than 450 cm? (No) Is it a whole ten? (Yes) Is its tens digit even? (Yes) Is its tens digit 2? (Yes) It is 420 cm. Yes! 6 min 4 PbY3b, page 84 Q. Read: Fill in the missing values. Deal with one part at a time. Review at BB with whole class. a) 560 l b) 320 kg l 360 l + 80 l l 440 l l 400 kg 70 kg 640 l 200 l 2 min 720 kg 470 kg 70 kg 400 kg 650 kg 250 kg Week 7 Lesson Plan 84 Individual work, monitored. T has SB or BB or OHT already prepared with the numbers written in words Agreement, self-correction, Th H T U Agreement, At a good pace e.g H + 6T tenth of etc. Class applauds the winners Ps can make notes in Ex. Bks Encourage Ps to ask logical questions and to keep in mind clues already given Involve majority of class Praise clever questions Ps say when questions are not very good and why. Use enlarged copy master/ OHP Reasoning, agreement, selfcorrection, Discuss whether Ps think it is easier to add the tens or the hundreds first.

11 Week 7 Lesson Plan 84 5 Inequalities T has BB already prepared. Which is more? How much more? Ps come to BB to fill in the missing sign and to write the difference below it, explaining reasoning. Class agrees/disagrees. a) 300 cl cl < 300 cl cl 700 cl 00 cl 800 cl b) 600 g g > 500 g g 300 g 00 g 200 g c) 400 m m = 500 m m 200 m 200 m d) 900 ml 500 m 400 ml > 00 ml 900 ml 600 ml 300 ml e) 300 cm 600 cm = 400 cm 700 cm 700 ml 700 ml f) 500 l 800 l > 400 l 900 l 700 l 500 l 200 l 26 min 6 PbY3b, page 84 Q.2 Read: Fill in the missing quantities to make the equations correct. Let's see how many of these you can do in 2 minutes! Review at BB with whole class. Mistakes discussed and corrected. Ps explain how they worked out the answers (with or without calculation, e.g. 360 cm is 0 cm more than 350 cm, so missing value must be 0 cm less than 260 cm, i.e. 250 cm). a) 260 cm cm = 360 cm cm ( 260 cm 0 cm) b) 90 g g = 480 g + 80 g (470 g + 0 g) c) 470 ml ml = 480 ml ml (280 ml 0 ml) d) 260 m m = 43 m + 69 m (600 m 00 m 60 m 9 m) 600 m e) 750 l 60 l = 740 l 50 l (60 litres 0 litres) f) 630 mm 470 mm = 640 mm 480 mm (630 mm + 0 mm) 3 min 7 PbY3b, page 84 Q.3 Read: Bella's piece of ribbon is 800 cm longer than Anne's. What length of ribbon could they each have? Complete the table and write the rule. Agree on one form of the rule. Ps complete the table. Review at BB with whole class. Mistakes corrected. Ps come out to write the rule in different ways. Class agrees/disagrees. What other unit could have been used in the table? (metres, mm) Agree that using metres would have made the task easier. Solution A 00 cm 200 cm 300 cm 600 cm 500 cm 00 cm 0 cm 200 cm 700 cm Written on BB or use enlarged Reasoning, agreement, Extra praise if a P reasons without needing to work out each side of the inequality Which quantities could be written in another way? e.g. 300 cl = 3 l, 700 g = 0.7 kg, 400 cm = 4 m, etc. Agreement, Written on BB or use enlarged Calculations can be done at side of Pb or in Ex. Bks but Ps should be encouraged to notice whether it can be solved without working out the value of the given side. (only part d) needs to be calculated) Reasoning, agreement, selfcorrection, Discuss other ways the values could have been written, e.g. 630 mm = 63 cm Drawn on BB or use enlarged agreement, self-correction, e.g. m + 8 m = 9 m Feedback for T B 900 cm 000 cm 00 cm 400 cm 300 cm 900 cm 800 cm 2000 cm 500 cm Rule: A = B 800 cm, B = A cm, 800 cm = B A 36 min

12 Week 7 Lesson Plan 84 8 Mental practice A and B have saved up 800 pounds altogether. How much could they each have? Ps stand up in pairs to be A and B. P says how much he/she has and P 2 says the amount which makes it up to 800 (e.g. P : 500, P 2 : 300; P 3 : 750, P 4 : 50; P 5 : 794, P 6 : 6, etc. Class points out errors or repetitions. Who can tell me the rule? Who agrees? Who can think of another way to write it? etc. (Rule: A + B = 800; A = 800 B; B = 800 A) 40 min 9 PbY3b, page 84 Q.4 Read: Write the calculations and underline the answer. Ps read the problems on their own and work out the answers. Review one part at a time. Ps show answers on commmand. Ps who responded correctly explain to Ps who did not. Mistakes corrected. a) E: 700, F: 500; E + F: = 200 b) i) G: 700, H: G 500 = = 200 ii) G + H = = 900 At speed. Involve all Ps. Agreement, Encourage creativity Extra praise if Ps use s and pence! If time, repeat for other total amounts Written on scrap paper or on plastic response'slates' Reasoning, agreement, selfcorrection, Extension Listen carefully and think about how you would work out the answer to this problem. Steve and Tom have 800 altogether in their bank accounts. Steve has 300 more than Tom. How much does Tom have? X, how would you work it out? Who agrees? Who thinks another way? etc. Most logical solution: First take off Steve's extra 300: = 500 Steve and Tom will have equal amounts of the 500: = 250 So Tom has 250 and Steve has = min T repeats slowly Give Ps time to think and discuss with their neighbours Reasoning, agreement, Or on one line: 500 ( ) 2 = 250 Check: = 800

13 Calculation and measuring practice (length, capacity, mass). PbY3b, page 85 Week 7 Lesson Plan 85

14 Week 8 Y3 R: Mental calculation C: Estimation of sums E: Numbers up to 2000 Lesson Plan 86 Methods of Estimation Look at this diagram. How could we estimate the sum? A B a) Estimate by rounding to the nearest hundred: A 400, B 200, A + B = 600 A < 400 and B < 200, so A + B < 600 b) Estimate by rounding to the nearest ten: A 360, B 50, A + B = 50 A > 360 and B > 50, so A + B > 50 c) 360 < A < < B < 60 so 50 < A + B < 530 What is the exact sum? ( A + B = = 53) Which method do you think is best? (rounding to the nearest 0) 5 min 2 Methods of Estimation 2 Listen carefully and think how you could estimate the sum. In a shop window there is a dinosaur for 3 2 p and a teddy bear for 2 5 p. Estimate how much we would need to save if we wanted to buy both of them. What could we do to make it easier for us? (Change the s and pence into pence.) D = 32 p and T = 25 p a) Estimation after rounding to the nearest 00 p ( ) : D 300 p (= 3), T 200 p (= 2), D + T 300 p p = 500 p (= 5) D > 300 p and T > 200 p, so D + T > 500 p b) Estimation after rounding to the nearest 0 p: D 320 p, T 220 p, D + T 320 p p = 540 p D > 320 p but T < 220 p, so we can't add them. c) Estimation using inequalities: 320 p < D < 330 p 20 p < T < 220 p so 530 p < D + T < 550 p What is the exact sum? ( D + T = 32 p + 25 p = 536 p = 5 36 p) 0 min Drawn on BB or use model coins stuck to BB. Ps suggest how to estimate Class agrees/disagrees. T confirms these 3 methods Reasoning, agreement, Ps copy into Ex. Bks. ( ) Discussion, agreement, T could have soft toys to show if possible, with price tags attached Ps keep in mind what they did in Activity. agreement, Feedback for T Ps copy into Ex. Bks. (4 p less than the estimate in b) Agree that method b) is closest Individual work, monitored Discussion, agreement, selfcorrection Ask Ps which they found most difficult and why.

15 Week 8 Lesson Plan 86 3 Estimation by rounding to the nearest 00 Let's estimate these sums by rounding to the nearest hundred: a) ( = 500) b) ( = 700) c) ( = 800) d) ( = 800) Ps come out to BB, explaining reasoning. Class points out errors. Which estimate is more (less) than the exact sum? a) 500 < , as both numbers have been rounded down d) 800 > , as both numbers have been rounded up. 3 min 4 Estimation by rounding to the nearest 0 Let's estimate the same sums by rounding to the nearest ten: a) ( = 550) (both rounded down) b) ( = 720) (both rounded up) c) ( = 790) (One up, one down) d) ( = 720) (One down, one up) Ps come out to BB, explaining reasoning. Class points out errors. Which estimates are more (less) than the exact sum? a) > 550 b) < min 5 Estimation using inequalities Let's estimate the same sums by writing inequalities: a) 20 < 23 < 220 b) 40 < 48 < < 342 < < 567 < < < < < 720 c) 520 < 527 < 530 d) 350 < 354 < < 26 < < 369 < < < < < 730 T has BB (SB or OHT or flipchart) already prepared At a good pace Reasoning, agreement, Agreee that in b) and c), one number has been rounded up and the other number has been rounded down T has copy of previous activity's sums on another SB or flipchart or OHT At a good pace Reasoning, agreement, c) and d): one up and one down, so not easy to compare At a good pace Reasoning, agreement, Rest of class write inequalities in Ex. Bks Ps come out to BB, explaining reasoning. Class points out errors. 20 min 6 Pby3b, page 86 Q. Read: a) Circle in red the 3-digit numbers in the 2nd row. b) Circle in green the 3-digit even numbers in the 3rd column from the left. c) Circle in yellow the 2-digit odd numbers in the 3rd row from the bottom. d) Circle in blue the odd numbers in the 6th column from the right. Review at BB with whole class. Mistakes discussed and corrected. a) 00,, 26, 35 b) 60 c), 37, 59 d), min Individual work, monitored Drawn on BB or use enlarged (Practice in following instructions and even/odd) Agreement, self-correction, Feedback for T What other questions could you ask about the numbers in the grid? Praise creativity

16 Week 8 Lesson Plan 86 7 PbY3b, page 86 Q.2 Read: Write additions and subtractions about each picture. Ps first write value in each part, then write the sum above the diagram by counting the coins. Then they write additions/ subtractions. Review at BB with whole class. Ps dictate to T what they have written. Class agrees/disagrees or suggests alternatives. Mistakes discussed and corrected and equations added where appropriate. a) b) c) = = = = = = = = = = = = 40 Ps estimate sums and differences by rounding to the nearest min 8 PbY3b, page 86 Q.3 Read: Estimate the sums by rounding the numbers to the nearest whole ten. Review at BB with whole class. Mistakes corrected. Elicit whether exact sum will be more or less than the estimate. What is the exact sum? a) = 850 ( > 850) b) = 40 ( < 40) c) = 890 Extension d) = 980 Estimate the sums by rounding numbers to the nearest hundred. a) = 900 b) = 400 c) = 900 d) = 2000 Estimate the sums by writing inequalities. a) 470 < 47 < 480 b) 320 < 326 < < 384 < < 75 < < sum < < sum < 40 c) 360 < 365 < 370 d) 720 < 723 < < 524 < < 255 < < sum < < sum < min Drawn on BB or use enlarged (or coins stuck to BB) Reasoning, agreement, selfcorrection, Orally round class Agreement, Reasoning, agreement, selfcorrection, Exact sums a) = 855 b) = 40 c) = 889 d) = 978 Orally round class Agreement, Ps come out to BB to write inequalities. (3 Ps per sum, row each. 4 Ps can work on different parts of the BB at once.) At a good pace. Agreement,

17 Week 8 Lesson Plan 86 9 PbY3b, page 86 Q.4 Read: Katy went shopping. a) Estimate to the nearest how much she spent if she bought: i) the pen and the book ii) the purse and the pencils. b) Estimate to the nearest 0 p how much she spent if she bought: i) the purse and the pen ii) the book and the pencils. Review with whole class. Mistakes discussed and corrected What would the prices be using only s? Notebook 5 73 p 4 58 p 3 2 p 2 36 p ( 5.73) ( 4.58) ( 3.2) ( 2.36) a) i) 4 58 p p = 8 ii) 5 73 p p = 8 b) i) 5 73 p p 5 70 p p = p = 0 30 p ii) 3 2 p p 3 0 p p = 5 50 p (Do first part with whole class first if necessary) Drawn on BB (or pictures from magazines cut out and stuck to BB) or use enlarged Reasoning, agreement, selfcorrection, Ps come to BB to write decimals below prices. Agreement, Extension What could she have bought if we know that she spent: a) between 8 and 0? (purse and book: 8 85 p, or purse and pencils: 8 09 p) b) between 6 and 8? (pen and pencils: 6 94 p; or pen and book: 7 70 p) 45 min Reasoning, agreement, (Ps can do calculations on 'slates' or in Ex. Bks.)

18 R: Mental calcuation C: Estimation and addition of sums (mentally) E: Numbers up to 2000 Week 8 Lesson Plan 87 Jumps along the number line Let's start at zero and count up 20 at a time. (0, 20, 40,..., ) Let's start at 250 and count down 30 at a time. (250, 220, 90,.. Squirrel starts at zero and jumps 20 units each time. Let's draw his jumps on the number line and label the numbers he lands on. Ps come to BB to draw jumps and write numbers. Class points out errors Rabbit starts at 220 and jumps 30 units at a time back along the number line. Let's draw his jumps and label the numbers he lands on. Ps come to BB to draw jumps and write numbers. Class points out errors. In unison. At speed In unison. At speed Use class number line with cut-out animals on straws, or use enlarged copy master or OHP Demonstration, agreement, Ask what happens when Rabbit reaches 0. Allow Ps to explain if they can. Discussion, demonstration on negative part of number line Let's make a table about it and write in the data. T and Ps discuss how to draw the table. Number of jumps Ps suggest what to do. T draws on BB (use BB ruler) and Ps draw in Ex. Bks. (using rulers) ( 20) ( 50) ( 80) ( 0) Show the last 4 columns for Rabbit on a number line. (Draw on BB or extend copy master.) Agree on negative values. Ps complete table in Ex. Bks. First P finished comes out to BB to complete T's table. Is he/she correct? Who had different values? etc. Mistakes corrected. Individual work, monitored agreement, self-correction, 8 min 2 Sharing I want to share 300 equally among 5 children. How could I do it? Ask several Ps what they think. (e.g. Give to each child in turn but agree that this would take a very long time.) Who can think of a shorter way to do it? (e.g. Give 0 to each child in turn.) Let's show it in a table. Ps come out to complete table. Anne 0 0 or P might suggest Ben Cathy David Ella division: = 60 or 5 60 = 300 min Reasoning, agreement, checking, Use names of Ps in class. T starts drawing, Ps come to BB to continue it (or stick on model money) Extra praise if a P suggests division first of all. Accept any correct method If Ps have no ideas, T explains the different ways.

19 Week 8 Lesson Plan 87 3 Written exercises Do these calculations in your Ex. Bks. T dictates the numbers. Review after each part orally with whole class. Mistakes discussed and corrected. Write on BB only if there are problems. a) = (50) b) = (20) = (30) = (60) = (80) = (70) c) = (500) d) = (200) = (700) = (600) = (800) = (600) e) = (320) f) = (220) = (740) = (540) = (000) = (920) g) 6 30 = (80) h) 60 8 = (20) 5 40 = (200) 80 9 = (20) 9 50 = (450) = (80) 23 min 4 PbY3b, page 87, Q. Read: Estimate by using values rounded to the nearest 0 p. Find the exact amount in the picture and compare it with your estimate. Practice rounding. T says an amount, Ps round to nearest 0 p. T elicits the meaning of the sign. (approximately or nearly equal to) Do part a) on BB with whole class first. Part b) can be done as individual work, reviewed if T thinks Ps understand. Otherwise continue as whole class activity. Ps come out to BB to explain and demonstrate. Class agrees/disagrees. a) Read: Liz had 53 p in her piggy bank. She was given another 3 48 p. How much does she have in her piggy bank now? Had (money in pig): 53 p 50 p Was given (money outside pig): 3 48 p 3 50 p = 5 Now has (all money in diagram): 5 p 5 5 p > 5 p b) Read: Brian has 3 55 p. Carolyn has 3 p more than Brian. How much does Carolyn have? Brian (money in LH pig): 3 55 p 3 60 p Carolyn (B + money outside): 4 68 p 4 70 p 4 68 p < 4 70 p 2 p 30 min Individual work T could have SB or OHT already prepared in case of difficulties Reasoning, agreement, selfcorrection, If problems, Ps explain how they did the calculations Elicit that there are 8 3 = 24 operations Who had 24 correct? Who had more than 20 (less than 20) correct? What were your mistakes? etc. T notes Ps having difficulties Stars, stickers, etc awarded. to start Drawn on BB or use enlarged At speed round class. Praising Discussion, demonstration, reasoning, agreement, 53 p p = 4 93 p + 7 p + p = 5 + p Ps copy into Pbs too Elicit that 3 55 p rounds up Ps draw C's money in her pig 3 55 p + 3 p = 4 55 p + 3 p = 4 68 p Agreement,

20 Week 8 Lesson Plan 87 5 PbY3b, page 87 Q.2 Read Estimate each amount to the nearest 0 p. Then write down the exact amount. T explains task, relating amounts to two pupils in class (e.g. Alan and Brian) Elicit that the amounts are shown in pence so Ps should write the answers in pence (adding 'p' after the amount). Review at BB with whole class. Ps come out to write their solutions, explaining reasoning. Class agrees/disagrees. Are the estimates more or less than the exact amount? Who can write the correct signs between them. What would each of the amounts be in s? (decimal notation) A: Estimate Exact amount p < p 00 0 ( 4.50) ( 4.52) B: Estimate Exact amount p > p ( 2.40) ( 2.36) A + B: Estimate Exact amount p > p ( 6.90) ( 6.88) 35 min 6 PbY3b, page 87 Q.3 Read: How can the butterfly get to the flower? Calculate the length of possible routes. Elicit the units used (m, cm) and that 00 cm = m (BB). Talk about the fact that the diagram is not drawn to scale, so the lengths cannot be measured, only calculated. Ps do calculations in Pbs (using m, m + cm or cm as the units). How long is the shortest (longest) route. Show me... now! (7 m 72 cm, 9 m 54 cm) Ps explain how they got their answers. Mistakes discussed and corrected. e.g. using cm. 532 cm cm = 772 cm = 7 m 72 cm cm + cm + 22 cm = 855 cm = 8 m 55 cm cm + 22 cm = 85 cm = 8 m 5 cm cm + cm cm = 954 cm = 9 m 54 cm 40 min 7 Problem Listen carefully, do the calculation in your Ex. Bks if you need to, then show me the answer when I say. Emma has 25 and Diane has 352. How much money do they have altogether? Show me... now! ( 477) X, explain to us how you worked it out. Who agrees? Who did it another way? etc. (e.g adding hundreds first, then tens, then units; or adding units first, then tens, then hundreds) 45 min Drawn on BB or use enlarged Initial discussion about context Reasoning, agreement, selfcorrection, Ps come to BB or T writes what Ps dictate. Agreement, Elicit that the estimates are quite close to the correct answer. Agree that estimating is a quick way to check that answers make sense. Drawn on BB or use enlarged Discussion, agreement, Demonstration Written on scrap paper or 'slates'. Shown in unison Reasoning, agreement, selfcorrection, (4 possible routes) T repeats slowly and Ps repeat in own words. Written on scrap paper/slates In unison. Reasoning, agreement, Show in a place value table.

21 R: Mental calculation. Quantities C: Addition. Pencil and paper methods. HTU + (H)TU E: Numbers up to 2000 Week 8 Lesson Plan 88 Puzzle Study this puzzle. The arrow means 200 and the arrow means What are the missing numbers? What do the and arrows mean? Ps come to BB to write in missing numbers and operations. Elicit that subtracting 200, then adding 500 is the same as adding 300, and that the and arrows both mean min 2 Competition T divides class into 3 or 4 teams (of roughly equal ability). T writes a number for each team on different parts of the BB (or on SB, flip chart, or large sheets of paper stuck to wall). I will give you 3 minutes to write as many different ways as you can to describe your number. You must start and stop when I say. Start... now! Ps from each team come to BB one after another to write different descriptions. Rest of team correct their team-mates' errors, point out repetitions and note ideas from other teams.... Stop! Review each team's descriptions. The team with most correct statements is the winner. If two teams have the same number of statements, the class chooses the team with the most creative descriptions as the winner. 0 min 3 Written exercises Do these calculations in your Ex. Bks. T dictates the numbers. a) = (70) b) = (9) 0 50 = (60) = (4) = (300) = (22) = (500) 9 37 = (54) c) = (890) d) = (800) = (000) = (400) = (720) 70 8 = (560) = (720) = (400) Review after each part with the whole class. Ps explain how they did the calculations. Mistakes discussed and corrected. Write details of difficult calculations on the BB. e.g = = = 9, or ( ) + (7 + 2) = = = = 6 6 = 54, or 9 37 = = 60 6 = = = = 720, or = = = min Drawn on BB or use enlarged Reasoning, agreement, Feedback for T Extension If all the arrows pointed in the opposite direction, what would the arrows mean? At a good pace e.g H + 4T + 2U etc. Class applauds the winners Individual work T could have SB or OHT already prepared in case of difficulties Reasoning, agreement, selfcorrection, Ps explain how they did the calculations. Elicit that there are 4 4 = 6 operations. Who had 6 correct? Who had more than 2 (less than 0) correct? What were your mistakes? etc. T notes Ps having difficulties Stars, stickers, etc awarded.

22 Week 8 Lesson Plan 88 4 Vertical addition Let's add two 3-digit numbers, 32 and 53. First let's estimate the sum to give us an idea of what the final answer should be. How can we estimate? (By rounding each number to the nearest 0) = 830 Let's show the numbers in this diagram Hundreds Tens Units T shows first number Ps come out to draw the correct number of hundreds, tens and units for the 2nd number. 0 Then they draw the total amount, explaining reasoning. Class agrees/disagrees. Elicit that the total is 8H + 3T + 4U Let's write it in a place value table. Ps come out to write the digits. Class agrees/disagrees. T explains how to add vertically.. First we add the units. Unit + 3 Units = 4 Units H T U 2. Then we add the tens. 3 2 Tens + Ten = 3 Tens 5 3. Then we add the hundreds 8 3 Hundreds + 5 Hundreds = 8 Hundreds Let's read the sum: 'eight hundred and thirty four'. Agree that , so answer is probably correct. We can write the table in a shorter way like this. Does it matter whether we add up or down? (No because in addition the order does not matter.) We can check it by adding in the opposite direction. 24 min PbY3b, page 88, Q. Read: How much money do the two children have altogether? Complete the drawing, then estimate, calculate and check the answer. Work through solution as in previous activity. Ps come out to BB to draw, write and explain (with T's guidance) and class points out errors. Rest of pupils write in Pbs. 0 Alice: 00 0 Estimation H T U A S Sam: Estimation T Total: Estimation min Tables and grids drawn on BB or use enlarged copy master or OHP T demonstrates/explains by drawing or sticking coins on BB At a good pace T helps Ps where necessary Reasoning, agreement, With T's help if ncesssary T explains and asks whether anyone does not understand. In unison Discussion, agreement e.g. Calculation Check Drawn on BB or use enlarged At a good pace Reasoning, agreement, Whole class reading of vertical addition (down): '2 Units + 6 Units = 8 Units' '7 Tens + Ten = 8 Tens' '4 Hundreds + 2 Hundreds = 6 Hundreds' Agree that , so answer is probably correct Check further by adding up. Elicit the short way to write the table. Note that no unit of money is given. What could it be? (p)